pgce computer science/ict progression in databases alex hadwen-bennett

PGCE Computer Science/ICT

Progression in DatabasesAlex Hadwen-Bennett

Learning ObjectivesYou should understand the content that needs to be delivered

in the area of databases at KS3, KS4 and KS5.

You should be able to identify key terms and concepts in this topics.

You should start to understand progression in this topic.

You should gain some awareness of the resources that can be used to teach this topic in school.

AgendaSession 1

What do students need to know about networking at each KS?

Activity: Progression in databases

Session 2

Unplugged activities for databases

KS3 National Curriculum

Undertake creative projects that involve selecting, using and combining multiple applications, preferably across a range of

devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users.

There are no specific references to databases, however their use is implied in this statement:

Progression PathwaysDatabases are referenced

throughout the progression pathways.

GCSE Specifications from 2016Databases have largely been removed from the new GCSE

specifications.

2.2.6 students should have studied the user of SQL to

search for data.3.5.1 understand the

characteristics of structured and unstructured data.

3.5.2 understand that data can be decomposed, organised and

managed in a structured database.

OCR Edexcel

A-Level Specifications from 2016

4.10.1 Conceptual data model and entity relationship modelling.

AQA

4.10.3 Database design and normalisation techniques.

4.10.5 Client server databases.

4.10.2 Relational databases.

4.10.4 Structured Query Language (SQL).

1.3.2a Relational database, flat file, primary key, foreign key, secondary key,

entity relationship modelling, normalisation and indexing.

OCR

1.3.2b Methods of capturing, selecting, managing and exchanging data.

1.3.2c Normalisation to 3NF.

1.3.2d SQL – Interpret and modify.

1.3.2e Referential integrity.

1.3.2f SQL – Transaction processing, ACID, record locking and redundancy.

ActivityPlan the progression for the databases topic.

Key Stage

Key Terms Sequence of Topics (order you would teach)

Activity Ideas Assessment Suggestions

Possible Difficult Concepts

3

• Field, record, data, information, flat-file, relational database, validation, verification, queries.

• Introduction to databases (field, record and file)

• Differences between data and information

• Different types of databases (flat or relational)

• Data types• Creating a table (possibly

Access)• Selecting appropriate data

types for the fields.• Differences between

validation and verification.• Validation rules• Drop-down• Queries• Reports• Simple SQL?

• Unplugged and other database activities (6-16 years) http://community.computingatschool.org.uk/resources/83

• SOW for year 9 http://community.computingatschool.org.uk/resources/3159

• Match data types to examples of data.

• Peer-assessing each others databases.

• Self assessmentsheet to fill out.

• Online quizzes, Yacapaca!, Kahoot, Socrative

• https://goformative.com

• Query exercise (maybe cross-word or mystery) http://pjnicholson.com/mjcomapp/accessassign2007.html

• Superhero database activity http://www.what2learn.com/superheroes_database/

• The reasoning behind data types.

• Differences between similar concepts (e.g. data and information, validation and verification)

• Queries• SQL

http://community.computingatschool.org.uk/resources/83



https://goformative.com/

https://goformative.com/

Database Activities

Set of game based quizzes for starters and plenaryhttp://www.teach-ict.com/ks3/year7/data_handling/data_handling_starters.htm

http://www.teach-ict.com/ks3/year7/data_handling/data_handling_resources.htm

http://www.what2learn.com/ict-unit-7-5-%E2%80%93-data-handling-starter-plenary/

http://www.teach-ict.com/ks3/year7/data_handling/data_handling_starters.htm

http://www.teach-ict.com/ks3/year7/data_handling/data_handling_starters.htm




Key Stage




4 (OCR)

Candidates should be able to: (a) describe a database as a persistent organised store of data

(b) explain the use of data handling software to create, maintain and interrogate a database.

-Explore Filing Systems, paper base storage media, ==> difficulties in search and sorting posed by these...Difficulties in moving filing systems from one location to the other

-Define Computer Databases and it advantages

-Explore MS ACCESS and EXCEL

Unplugged activity:-sharing a paper storage and giving out more information to students for insertion, update into the paper storage (e.g. address book, etc.)

"Persistent" Use of RAM / ROMRAM= Volatile Storage MediumROM=Non Volatile Non Storage Medium [Hard Disk], etc..

Create a project where students use ACCESS or EXCEL to create and query a database.

Could also make use of the SQL facility provided by the online tools like the W3SCHOOLS https://www.codeschool.com/courses/try-sql

Multiple Choice Questions

Describe the functions of handling software

MCQ

Possible misconception with the concept of "Persistent"

Handling software

The DBMS Candidates should be able to: (c) describe how a DBMS allows the separation of data from applications and why this is desirable

(d) describe the principal features of a DBMS and how they can be used to create customized data handling applications.

Explain the 3-layer database architechture

Relate features of DBMS with the SQL commands provided by DBMS for CreateUpdateSelectINSERT

=>Security, sharability,

Group work on a case study

use online formative assessment tools to create test, etc.

unseen exams,

MCQ

unable to establish the difference between DBMS and application software, etc.

Relational databases Candidates should be able to: (e) understand the relationship between entities and tables (f) understand the components of a relational database, such as tables, forms, queries, reports and modules (g) understand the use of logical operators in framing database queries (h) explain the use of key fields to connect tables and avoid data redundancy (i) describe methods of validating data as it is input.

Same as listed in first column

Games activities using Teach ICT website to help understand the database concepts while having fun. e.g.

Penalty shooting, Crossword games, etc.

- Group works on activities to understand E-R

Use formative assessment tools such as "socrative software" to create online tests, etc.

MCQ

Possible confusion with understanding of relationships


Key Stage




data model entityattribute • primary key •

entity relationship diagrams composite primary key • foreign key

Normalisation 3NF

SQL: retrieve, update, insert and delete

Client server DB transactionConcurrency record locks,serialisation, timestamp ordering, commitment ordering ACID

Introduce data models. Discuss entities, attributes (data type) and primary key.

Introduce Relational DBs, pros and cons

Introduce relatioships 1-2-1, 1-2-Many, many-2-many.

Introduce composite primary key, foreign key

Intro normalisation: 3NF

Intro SQL: retrieve, update, insert and delete

Client server DB:Concurrency, ACID, transaction management: record locks,serialisation, timestamp ordering, commitment ordering

Present different entities to model. They choose attributes and their data types.

Present single file database with redundant information, students to calculate number of cells. Introduce tables of a RDB that has been properly designed and normalised to contain the same information. Students to count the number of cells. Explain the difference.

Present students with different scenarios, ask if they would use flat or RDBs and why

Present students with a variety of entities and have them select the possible relationship between them.

Present students with a variety of tables and have them modify them to represent the relationships between them.

Have students normalise a database one normal form at a time.

Have students modify a database using a series of commands and collect information from it

Divide class in groups and give people in each group different roles with different tasks, have each group try to modify a shared spreadsheet so that they overwrite each other's work over time. Ask them about problems that they have noticed

Can they justify their choice of attributes

Have they noticed information redundancy.

Have they selected the right option?

Can they justify the relationship that they selected

Have they created the right tables?

How many standards did they get right?

Have they collected the right information?

Did they notice issues with overwriting or not finding the right information

normalization

Databases UnpluggedCut out the table and stick it in the middle of your A4 sheet.

Cut out the entities and group them to form records for each game.

Stick the entities in the correct place on the table.

Turn your A4 sheet into a revision poster by:

Adding “Databases” as the title.

Labelling the primary key and writing a short definition of the term.

Labelling a record and writing a short definition of the term.

Labelling the table the writing a short definition of the term.

SQL UnpluggedEach of you is a record in a database called Students. For each

query displayed you will go to one side of the room. Go to the left if your record would be included in the query results and to the right

if your record wouldn’t be included in the query results.

Included in search results

Not included in search results






QUERY 1

SELECT * FROM Students






QUERY 2SELECT *

FROM StudentsWHERE HairColour =

“Blond”






QUERY 3

SELECT * FROM Students

WHERE EyeColour = “Blue”






QUERY 4SELECT *

FROM StudentsWHERE EyeColour =

“Brown”ORDER BY LastName






QUERY 5SELECT *

FROM StudentsWHERE BirthMonth > 7ORDER BY LastName






QUERY 6SELECT *

FROM StudentsWHERE BirthMonth <= 5

ORDER BY LastName DESC






QUERY 7SELECT *


“Brown” or HairColour = “Black”







QUERY 8SELECT *


“Black” and EyeColour = “Brown”


ActivityWrite your own query for the Students database that makes

use of the SELECT, FROM, WHERE and ORDER BY commands.

Query

pgce computer science/ict progression in databases alex hadwen-bennett

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